Page 53 - Studio International - June 1971

and, secondly, to invoke the rules that tie these language-lesson and the nature of language, so 4. But it must not be thought that, in talking of
various words to the different aspects of reality. that a proper understanding of the one gives the connection between the art-lesson and the
Having done this, we would have an valuable insight into the other, there might very nature of art, I have in mind such things as this :
understanding of what I have said, in the sense well be some sort of analogous connection, that, in teaching something (whatever it may be),
both of the words used and of what they meant. perhaps not so strong but of some strength, we first have to get ourselves straight about what
On the second view, the essence of the occasion between the art-lesson and the nature of art ? it is we are teaching, that teaching clears the
is got at by considering, first, what I meant, and And if that were so, then I would be right to mind like nothing else. Such familiar
then whether the words that I in fact used believe that my topic this evening deserved observations may be true, they may not, but they
conveyed my meaning. Both things having been another look. have nothing directly to do with the connection
done, we would, once again, have a total that I wish to consider and which, if established,
understanding of what I had said. 3. I said that there were two considerations that could justify me in my choice of topic. For that
If this seems to you a little elusive or if, more have sustained me in this belief. The second connection occurs, if at all, on a higher level :
specifically, each of these two accounts seems to does not come from philosophy. It is local. It is that is, it holds between, on the one hand,
merge somewhat into the other, this might have this : You have done me the great honour of understanding what is involved in teaching
to do with something of which Wittgenstein was asking me to give the first Maurice de something—not just, teaching it properly—and,
quite convinced—convinced beyond all Sausmarez Memorial Lecture. I am vividly on the other hand, knowledge of the nature of
reasonable doubt. And that is that not only are aware of the honour, and I would like to take that which we teach—not just, knowing what we
these two typical views of language, but they this moment to express to you my gratitude for teach. And we might be able to teach something
are also false views of language. It was to bring the invitation as well as my sorrow over the very well without understanding what is
out their falsity, and, for that matter, that of tragic event that made it possible. involved in teaching it, and equally we might be
other views of language which share in this I met Maurice de Sausmarez only twice. The quite clear about what we are teaching without
falsity that Wittgenstein suggested that we impact that he made upon me was powerful. I having any real knowledge of its nature. Perhaps
should reflect upon how language is learnt. felt greatly drawn to him as a person, but, above this explains what I mean by the difference in
Reflection upon the language-lesson, will all, I was aware of being with someone of level between the connection I am interested in
liberate us from these views which otherwise, as extreme intensity, for whom every issue, every and the connection that might be confused with
Wittgenstein puts it, 'bewitch' us. Actually the topic, small, large, either did not exist or else it. But I suspect that the best way of bringing
truth, as it emerges from Wittgenstein's had become, or became even as he considered it, out the connection that is my concern is to
argument is slightly more complex and part of his inner life. I know of no other way to return, as, a few minutes ago, I said that I
considerably more interesting. Superficially, or describe the effect. I have nothing more to say of would, to the arguments that Wittgenstein
still to the hurried eye, both these false views of a personal kind. Evidently my own experience of employed to establish this connection in the case
language in their own ways derive support from Maurice de Sausmarez was too limited, and I of language.
reflection upon the language-lesson: though, if am amongst too many people who knew him
the reflection is more considered or goes deeper, well, for it to be appropriate that I should draw 5. Wittgenstein's starting point is the fact that
it reveals their utter inadequacy, even their upon it further. But you must judge how teaching by ostension does undoubtedly account
internal incoherence. significant it would be for me if I could feel that at any rate for some part of our knowledge of
Wittgenstein's starting-point is to consider someone so altogether concentrated, inwardly language—including (and this is most important)
the language-lesson in its simplest or in its most and outwardly, could be thought of as lending knowledge of our own, of our native, language.
basic form : or in what to some philosophers his support to my choice of topic, or to the Sometimes, it is true, Wittgenstein appears to be
has always seemed its one true form, of which presumptive connection upon which that choice denying this and to be saying that teaching by
all other seemingly different forms are really depends. ostension is never effective as a device, that is,
disguised instances. I refer to teaching by Maurice de Sausmarez was a great teacher. for teaching us our own language. But on such
ostension; when, that is, we at one and the same That is a fact of history, which we this evening occasions he would seem to be referring—and
time utter a word and point to some appropriate can only affirm. And anyone who worked with the context makes this clear—not to teaching by
thing in or part of the world. We say, for him, either as colleague or as student, will tell ostension as such but to teaching by ostension as
instance 'paper', and point to the page from you why this was so. He was a great teacher its nature is misunderstood by this or that
which I am reading: or we say 'brown', and because he put so much not merely of his time thinker. Again, Wittgenstein clearly thought
point to what I am wearing. Through such and of his energy but of himself into his teaching. that teaching by ostension could not account for
rituals the words 'paper' and 'brown' are said to And I just find it hard to believe that he would as much of our knowledge of language as some
be ostensively defined. Now, on the face of it, have done this, and on the scale on which he did, theorists would have us believe. But once again
the fact that words can be taught and learnt if he had not somewhere sensed that in teaching this need not delay us. The quantitative issue is
ostensively might well seem to confirm one or art he was all the while learning about the nature not relevant at this stage, once it is conceded that
other of the two views of language that I have of that which he taught. And for this supposition sometimes ostensive definition can provide the
laid out—for all I know you might actually feel there is direct testimony in his pedagogical method for the language-lesson. The questions
this too, and only be divided amongst yourselves writing. Basic Design: the dynamics of visual that arise are, How does it do so?, and, What does
about which of the two views it does confirm. form, published in 1964, is a significant this show us about language ?
I shall in a few minutes return to and rehearse contribution to the literature of art education : it Well, what happens seems clear enough.
the arguments that Wittgenstein used to show continues a tradition to which Kandinsky, There is, for instance, a sheet of paper, a
that teaching by ostension, properly understood Malevich, Klee and Josef Albers have been teacher, and a pupil. The teacher says the word
or fully reflected upon, revealed the bankruptcy proud to belong : but it is something else as well. `paper', once or more than once, in front of the
not just of one but of both of these views. But I In addressing itself to the question, What paper, in the hearing of the pupil: the pupil
hope that I have already said enough to give you should be the content of any course of hears the word, sees the paper, and after a while —
an idea of one consideration that has weighed instruction in the visual arts to-day ?, Basic a short while, a long while, depending on him—
with me in thinking that the art-lesson is still an Design is in effect an inquiry into the nature of learns the meaning of the word 'paper'. And
intellectually vital topic. For might it not be modern art. I insist that the coincidence of these something similar happens with the word
reasonable to assume—or at any rate is not the two aims, that one fulfils itself through the `brown' : only this time we suppose a teacher, a
assumption worth testing—that, if there is an other, is not an accidental feature of the book, pupil, and this brown jacket of mine to be the
important and powerful connection between the nor one read into it by an interested reader. dramatis personae. The teacher says the word
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